“Just” Sex: Integrating Sexuality and Spirituality [CHRTP316]
Fall 2013: September 4 – December 4, 2013
(Wednesdays 6 – 9 pm)
St. Stephen's College, U of A Campus, 8810-112 Street, Edmonton
This course seeks to explore questions of justice in relation to sexuality and spirituality. "Just"
sex focuses on making intimate relationships just or justice-based. We will consider sexual
ethics suitable for these perplexing and changing times in order to claim our grounding
values in committed relationships.
Instructors: Terry Kaasa, MSc, MTS and Charles Bidwell, PhD
Course Overview & Goals
This course creatively explores the historical and theological and/or spiritual aspects of our
lives in the light of contemporary theory and debate. Particular focus is given to:
(1) images of God and how they are related to our sexual and spiritual selves, (2) the ethics
of right relationships, (3) abuse and domestic violence in our society, and (4) human
liberation.
This course should enable you to:
•
Rethink the framework for understanding issues related to our sexual-spiritual selves.
Our approach will be more "relation-centred" than "act-centred."
•
Create a sexual-spiritual theology. Discerning who God is and how God works in the
world by integrating our sexual-spiritual selves into our broader human experiences.
•
Critically reflect on the social models and institutions which give rise to the sexual
spiritual split which pervades our lives.
•
Deepen your awareness of personal, social, cultural, and religious dimensions of
sexuality, especially as these affect selfhood and community;
•
Explore the meaning and demands of sexual justice for church and society;
•
Critically appropriate insights from various sources, including scripture, tradition,
social and natural sciences, and the Christian feminist and
gay/lesbian/bisexual/transgendered/ liberation movements; and
•
Frame a constructive Christian sexual ethic adequate for this new century.
Required Text
Marvin Ellison, Making Love Just: Sexual Ethics for Perplexing Times. Minneapolis:
Fortress Press, 2012.
On Reserve:
Marvin Ellison and Sylvia Thorson-Smith. Body and Soul: Rethinking Sexuality as
Justice-Love. 2003.
Marvin Ellison, Erotic Justice: A Liberating Ethic of Sexuality. Kentucky: Westminster
John Knox Press, 1996.
Margaret A. Farley, Just Love: A Framework for Christian Sexual Ethics. New York:
Continuum, 2010.
We will read the last half of Chapter 4 (pp.149-173) and Chapters 6 & 7.
Course Outline: “Just” Sex: Integrating Sexuality and Spirituality [CHRTP316]
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Course Format
Lectures, assignments, class discussions and student presentations will be the model.
Grading
1. Written Assignments:
a) Journal, b) class assignments, c) Personal Statement
2. Class Participation
3. Class Presentation
4. Take-home exam based on textbook;
25%
15%
30%
30%
Course Requirements
1.
Constructive Class Participation (15%):
This will be judged based on consistent attendance, timely completion of written
assignments, and participation in interactive exercises, and conscientious effort to
relate the material to your own experience and to the cultural crisis of sexuality.
Come with reading assignments completed and with questions so that you are ready
to engage in the subject matter; bring related information of interest to class.
Class Norms:
Respect each other’s opinions.
Be prepared to enter into class discussion.
Class begins and ends on time.
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2.
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Journal and Written Assignments (25%):
CLASS ASSIGNMENTS
A few of these will be required. Written work in this course will be evaluated in terms
of:
overall clarity of your thinking and expression
your critical engagement with texts, including demonstration of your
understanding of the author’s points and ability to evaluate them
your ability to state and justify your own position
JOURNAL
This is meant to record your reflections on the weekly readings and class sessions
(guest speakers, activities, experiences, etc.). This should help you develop your
ideas and record your questions as they come up over the term. It should
demonstrate your personal development of an ethical stance that will guide you in
matters of sexual intimacy based on your spiritual values. Creativity is encouraged;
poems, drawings, bits of dialogue, etc. You may include selected quotes from sources
you encounter during the course, but be sure to include the reference.
DUE: original (or copy) handed in monthly for reading and responding by instructor.
Loose-leaf is easiest since you can continue to journal during the week the
previous month’s notes are in the hands of the instructor.
THREE SHORT ENGAGEMENT PAPERS (Max 750 words, 2-3 pages typed, double
spaced). See Course Syllabus for details.
1.
Write about something you’ve been discovering over the last
few years about yourself as a sexual person. DUE: Sept 11/13.
2.
Describe the perspective of, and examine, your faith tradition’s
assumptions and claims (e.g., Lutherans, Anglicans, Presbyterians, etc.) in
books of discipline, social principles, study documents, etc. Refer to course
syllabus for suggested questions to consider. DUE: Sept 18/13.
3.
Choose and explore a contemporary issue about sexuality and spirituality
(sterilization, abortion, surrogate births, transgender, queer folk, domestic
violence, pornography, prostitution, etc.). Students to choose different
topics. Due: Oct 30/13.
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PERSONAL STATEMENT
This is a constructive statement of your emerging ethic of sexuality. In no more than
5 pages, share how you are developing a normative ethic of human sexuality.
Outline the moral values, insights, and ethical commitments that a contemporary
sexual ethic must incorporate to address the issue you name. Identify how literature
from this course and elsewhere, informs your own emerging ethical perspective.
Note: Be sure to engage with the readings citing points with which you agree and one
with which you differ, if you find one. State your reasons for your positions. Due
November 14/13.
3.
Class Presentation (30%)
CLASS PRESENTATION
Select a topic from the course syllabus (or suggest one to the instructor) in response
to a single specific issue (e.g., sex education for youth, pornography, marriage,
abortion, celibacy, date rape, transsexuality, sexually transmitted diseases, sexuality
and disability, body image, sexuality and aging/ageism).
Once the instructor has agreed on the topic, prepare and present a class session that
engages the other students for 60 minutes.
Your presentation should include:

an introduction to a problem or issue related to the topic,

an expression of your interest in the topic and an indication of what’s at
stake,

a sampling of pertinent literature which includes statements pro and con
regarding the topic issue

an exercise or activity to engage the students in exploring
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how to respond ethically to this issue, and

a proposal for change to reduce the problem or address the issue in their
lives and community
Your typed presentation outline, quotes, and references to the quotes or major ideas
you use from your reading should be handed in at the end of the class session (or the
next week at the latest).
Presentations will commence Nov 14/13. Students will sign up in class.
4.
Take Home Exam (30%)
Course Outline: “Just” Sex: Integrating Sexuality and Spirituality [CHRTP316]
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Questions to ponder as you read various authors and texts:

How is sexuality defined here? Why is sexuality important? What’s at stake?

What does the author consider to be the purpose(s) of sex or sexual activity?

How are gender and gender relations approached? Are they biologically given
(essentialism) or socially/culturally constructed?

How is the “problem” of sexuality defined? Whose problem is it? Who and/or what must
be changed, and why? How are these changes to be made? What will this cost in the
short term? In the long term? Who will pay these costs? What are the likely benefits of
the change proposed? For whom?

What are the sources for a Christian sexual ethic? How much weight, if any, is given to
scripture, tradition, social and/or natural sciences, and/or experience? Whose experience
counts? Whose authority? How are conflicts resolved when these sources differ?

What norms are central to this author’s ethic? What are this author’s central normative
claims about sexuality? About change? About community?
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How does the author deal with power? How is power defined, positively and negatively?

How is sexuality also a theological issue? What does sex have to do with God?
Spirituality? Sin and redemption? Grace and forgiveness? New creation and salvation
and transformation?

What are the practical implications of this author’s point of view? For individuals? For
the community? For faith communities? For specific others (e.g., poor women, gays and
lesbians, youth, older persons, people with disabilities)

What’s missing from this author’s analysis?
Course Outline: “Just” Sex: Integrating Sexuality and Spirituality [CHRTP316]
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Readings And Assignments
Required Reading Assignments from the text is expected to have been read before the class.
(1) You are also expected to have created an exam question from each reading and have
the answer at hand. You will be asking the class this question to encourage discussion of
the content. Email your question and answer to the instructor the night before class even if you cannot attend.
(2) You are encouraged to report on the most significant idea(s) in each reading. These
may be points you felt worth noting or exploring in your Journal.
Optional Readings are listed to let you know of other resources in case you want to explore a
topic further.
Class Presentation – Select a topic of interest to you either from the course syllabus or
from discussion with the instructor. It should be illustrated (PowerPoint?) and last at least 45
minutes and then allow 15 minutes for questions and discussion.
Your typed presentation outline, quotes, and references to the quotes or major ideas you use
from your reading should be handed in at the end of the presentation (or the next week at
the latest).
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Marking and Grading (University of Alberta Grading Policies)
The University of Alberta uses a letter grading system with a four-point scale of numerical
equivalents for calculating grade point averages. Grades reflect judgments of student
achievement made by instructors. These judgments are based on a combination of absolute
achievement and relative performance in a class. Some instructors assign grades as intervals
during the course and others assign marks (eg percentages) throughout the term and then
assign a letter grade at the end. Instructors must adapt their approaches to reflect the letter
grading system. Grade distribution should reflect those shown in this document. (EXEC 03
FEB 2003)
Grading in Undergraduate Courses
Excellent
A+, A, AGood
B+, B, BSatisfactory
C+, C, CPoor
D+
Minimal Pass
D
Failure
F, F(4)*
*NOTE: F(4) denotes eligibility of a student to apply for a re-examination in a course. (EXEC
12 JAN 2004) This scale appears in Section 61.6 (University of Alberta Marking and Grading
Guidelines) of the GFC Policy Manual.
University of Alberta Policies
All projects, assignments, essays, etc. will be returned on or by the last day of classes in the
course, with the exception of a final major assignment (which may be due on the last day of
classes), which will be returned by the last day of the examination period. Upon request,
instructors are required to provide the method used to translate final and, where appropriate,
term marks into grades.
Policy about course outlines can be found in Section 23.4(2) of the University Calendar. The
University of Alberta is committed to the highest standards of academic integrity and honesty.
Students are expected to be familiar with these standards regarding academic honesty and to
uphold the policies of the University in this respect. Students are particularly urged to
familiarize themselves with the provisions of the Code of Student Behaviour (online at
www.ualberta.ca/secretariat/appeals.htm) and avoid any behaviour that could potentially
result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in
an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion
from the University.
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